The article identifies the key attitudes and deficits of teachers regarding the professional future of students with disabilities at the stage of school education. Based on interviews with teachers and specialists of educational institutions who directly interact with students with disabilities, pedagogical perceptions of students’ professional future, the role of school and teachers in career guidance, and the requirements for school conditions and infrastructure necessary for effective pre-vocational training are classified and structured.

The results emphasize the crucial role of teachers in the professional self-determination of school students, as well as the significance of their attitudes and potential barriers in understanding the professional future of children with disabilities. The authors particularly highlight the importance of individualizing career guidance and pre-vocational training processes in educational institutions, with a focus on modern professions and specialties that are in demand in the labor market.

The article provides recommendations substantiating the need for early career guidance for students with disabilities based on their interests and needs, taking into account their psychophysical health status, as well as the advisability of additional training for teachers on issues related to pre-vocational preparation of students with developmental disorders.

Purpose of the article is to identify and analyze teachers’ opinions regarding the possibilities of professional self-determination of students with disabilities.

The article describes contemporary pedagogical and organizational conditions for teaching general education subjects and vocational training of children with disabilities, with an emphasis on strengthening career guidance and pre-vocational preparation. The research results may be used in the development of programmatic and instructional-methodological support for labor education and pre-vocational training of children with psychophysical developmental disorders.